UC-NRLF 


SB    Efi 


LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


Gl  FT    OF 


Class 


Manual  of  Cardboard  Construction 


Manual  of  Cardboard  Construction 


BY 

ROBERT  J.  LEONARD 

SUPERVISOR  MANUAL  TRAINING 
BERKELEY  SCHOOLS 


UNiV£> 


PRINTED  BY  ORDER  OF  THE 
BOARD  OF  EDUCATION 


Berkeley  Reporter.  Printers 


COPYRIGHT  1908 


BY 
ROBERT  J.  LEONARD 


\ 


V 


This  pamphlet  has  been  prepared  by  Mr.  Leonard,  our 
Supervisor  of  Manual  Training,  for  the  assistance  of  the 
teachers  of  the  grades  for  which  the  work  is  outlined,  and  it 
has  received  the  sanction  of  the  Board  of  Education,  and 
thus  becomes  a  part  of  our  school  course. 

Its  purpose  is  to  make  the  method  of  procedure  clear 
and  definite  for  those  who  are  to  carry  on  the  work  in  these 
grades,  and  it  will  undoubtedly  contribute  much  to  securing 
the  success  in  this  branch  of  our  work,  for  which  we  are  all 
so  earnestly  striving. 

S.  D.  WATERMAN, 

City  Superintendent. 

Berkeley,  December  20,  1907. 


Introduction 

This  manual  is  presented  with  the  object  of  showing  the 
purpose  and  scope  of  cardboard  construction,  and  developing 
methods  of  presentation  for  classes  of  the  third  and  fourth 
grades.  For  this  purpose,  some  subordinate  topics  must  be 
treated,  such  as:  Current  Opinions  and  Practice,  Accuracy, 
Design,  Use  and  Selection  of  Materials,  Definite  Processes, 
etc.  No  complete  set  of  models  is  herein  presented,  for  reasons 
given  later. 

From  what  is  generally  presented  upon  the  subject,  one 
might  expect  to  find  a  definite,  clear-cut  course,  minute  and 
explicit  in  every  detail.  One  might  even  think  that  such  would 
be  the  most  help  to  the  teacher.  A  moment's  consideration 
must  reveal  the  fact  that  such  is  not  the  case ;  as  models,  exer- 
cises, or  definite  projects  can  be  presented  properly  only  when 
one  comprehends  the  purpose  of  their  presentation  and  real- 
izes their  full  significance.  In  other  words,  and  to  make  a 
more  general  statement,  no  subject  can  be  properly  taught  till 
we  grasp  its  spirit  and  are  able  to  see  its  full  content  and 
bearing.  Once  the  keynote  has  been  found,  details  and  neces- 
sary externals  will  adjust  themselves;  all  forming  one  har- 
monious unit. 

KOBERT  J.  LEONARD. 


Current  Opinions  and  Practice 

Teachers  and  specialists  advance  many  reasons  for  teach- 
ing cardboard  construction.  Summing  them  up  briefly,  they 
are:  That  such  teaching  develops  accuracy,  neatness,  pre- 
cision, sense  of  form,  proportion  and  beauty.  A  careful  analy- 
sis shows  these  to  be  adult  accomplishments,  for  the  most 
part,  to  be  acquired  only  by  patient  effort  and  long  associa- 
tion with  mechanical  and  artistic  productions.  The  ordinary 
method  of  presentation  tends  to  emphasize  these  points.  We 
would  not  underestimate  the  value  of  these  accomplishments, 
but  over  and  above  them,  we  must  place  the  thought  of 
mental  development  and  unfolding.  Certainly  the  above  men- 
tioned attainments  are  marks  and  evidences  of  mental  devel- 
opment, but  only  that  quality  of  mentality  which  enables 
the  child  to  execute  what  another  has  planned;  all  of  which 
does  not  show  that  he  is  gaining  the  power  which  is  going  to 
enable  him  to  plan  for  himself,  to  deal  with  problems  individu- 
ally; or,  in  other  words,  to  develop  him  so  that  he  will  be 
fitted  to  combat  with  the  problems  of  life  which  cannot  be 
solved  by  rule,  but  which  demand  individuality  and  a  power 
to  think  and  plan  for  himself. 

Construction  work  may  be  used  as  a  means  toward  this  end 
if  it  is  presented  with  this  thought  in  mind.  As  a  general 
thing,  it  drifts  into  a  course  in  mechanical  drawing,  presented 
b}^  either  dictating  or  copying  the  plan  of  the  object.  Support- 
ers of  these  methods  advance  the  following  arguments  in 
their  favor.  The  child  learns  to  follow  directions  minutely 
as  they  are  laid  down,  thus  enabling  him  to  execute  with 
precision  and  accuracy  the  problems  presented.  He  acquires 
a  conception  of  various  geometric  forms,  thereby  forming  a 


6  CARDBOARD  CONSTRUCTION 

basis  for  mensuration  and  the  general  application  of  arith- 
metical principles.  He  is  enabled  to  read  a  mechanical  draw- 
ing quickly,  forming  a  basis  for  the  wood-work  of  the  upper 
grades. 

These  facts  are  mentioned  to  show  that  by  means  other 
than  dictation  and  mechanical  drawing,  all  these  points  may 
be  brought  out,  and  not  at  the  expense  of  the  child's  initiative 
and  individuality. 

Truly,  our  work  must  be  carefully  planned,  but  we  must 
not  be  satisfied  with  developing  only  the  powers  of  accuracy 
and  neatness.  Mechanical  skill  is  a  secondary  consideration. 
Unless  we  proceed  with  this  thought  in  view,  our  work  will 
become  stereotyped  in  form,  and  instead  of  developing  the 
innate  powers  of  the  child,  will  tend  to  place  him  on  the  mental 
level  of  the  shop  hand  who  receives  his  orders  every  morning 
and  gradually  loses  his  powers  of  choice  and  becomes  a  humafc 
machine. 


What  to  Present 

Upon  examining  various  courses  of  study,  we  find  a  great 
variety  of  projects  for  third  and  fourth-grade  work.  Some 
are  based  entirely  upon  geometric  forms;  others  upon  articles 
of  use  and  adornment  about  the  house ;  others  upon  toys  which 
enter  into  the  play  life  of  the  child;  still  others  upon  nothing 
possessing  human  interest  whatever.  Let  us,  If  possible,  lay 
down  a  broad  truth,  so  that  we  may  have  a  standard  upon 
which  it  will  be  safe  to  rely. 

Cardboard  construction  is  generally  presented  in  such  a 
way  that  the  children  are  forced  to  work  from  the  plan  to 
the  object ;  that  is,  the  teacher  devises  the  plan  and  presents  it 
to  the  class,  insisting  that  the  pupils'  ideas  conform  to  those 
presented.  Most  of  the  thinking  is  done  in  the  formation  of 
the  plan,  so  that  the  teacher  is  really  the  one  most  benefited. 
By  reason  of  this  method,  we  often  come  across  a  plan  that  is 


CARDBOARD  CONSTRUCTION  7 

not  intelligible  to  a  trained  eye,  much  less  to  the  child's.  Light 
begins  to  dawn  only  after  cutting  and  folding.  This  would 
not  be  the  case  if  we  worked  from  the  object  to  the  plan. 
Therefore,  the  only  projects  which  we  should  present  are  those 
which  the  child  is  capable  of  visualizing,  or  those  which  have 
in  some  way  entered  into  the  life  of  the  individual.  The  field 
from  which  we  may  draw  is  very  large.  Many  adult  activities 
have  become  a  real  part  of  child  nature,  such  as  house  build- 
ing, constructing  vehicles  and  articles  of  use  about  the  home, 
and  others  too  numerous  to  mention.  The  projects  presented 
should  be  so  familiar  to  the  child  that,  as  soon  as  they  are 
mentioned,  a  mental  image  presents  itself  to  the  mind,  thus 
forming  an  intelligent  basis  for  work.  Do  not  scorn  a  project 
because  you  have  passed  the  period  when  it  meant  much  to 
you,  but  try  to  look  at  it  from  the  child's  standpoint  and 
realize  how  much  it  means  to  him. 

A  short  quotation  from  John  Dewey  illustrates  the  point 
at  hand  and  leaves  no  doubt  as  to  what  we  should  present. 
"From  the  standpoint  of  the  child,  the  great  waste  in  the 
schoolroom  comes  from  his  inability  to  utilize  the  experiences 
he  gets  outside  the  school  in  any  complete  and  free  way  within 
the  school  itself;  while,  on  the  other  hand,  he  is  unable  to 
apply  in  daily  life  what  he  is  learning  in  school.  This  is  the 
isolation  of  the  school,  the  isolation  from  life.  When  the  child 
gets  into  the  schoolroom  he  has  to  put  out  of  his  mind  a  large 
part  of  the  ideas,  interests  and  activities  that  predominate  in 
his  home  and  neighborhood.  So  the  school,  being  unable  to 
utilize  this  every-day  experience,  sets  painfully  on  another 
track,  and  by  a  variety  of  means  to  arouse  in  the  child  an 
interest  in  school  studies."  This  clearly  shows  that  we  must 
first  consider  the  child's  interests,  not  because  we  wish  to  make 
our  work  entertaining,  but  because  it  gives  us  a  satisfactory 
foundation. 


CARDBOARD  CONSTRUCTION 


^Design 


A  designer  must  go  through  a  certain  process  of  thinking, 
although  often  unconscious  of  the  fact,  before  forming  a  defi- 
nite conception  of  the  object  to  be  constructed.  Let  us  de- 
termine, if  possible,  what  this  process  is — and  see,  if,  in  sub- 
stance, it  can  be  made  to  apply  to  the  child  in  forming  his 
conception  of  what  he  is  to  create.  He  must  first  know  to 
what  use  the  product  is  to  be  placed,  whether  practical  or 
ornamental,  and  from  what  material  it  is  to  be  constructed. 
Let  us  suppose  that  it  is  to  be  placed  to  a  practical  use,  as 
the  ornamental  is  somewhat  foreign  to  the  subject  at  hand. 
He  knows  that  in  shape  and  size  the  product  must  be  so 
formed  as  to  fulfil  the  desired  end  properly.  Both  shape  and 
size  are,  of  course,  dependent  upon  the  individual  project. 

An  analysis  of  any  form  of  structure  will  reveal  this  fact. 
Let  me  illustrate  by  referring  to  the  "Old  Missions"  of  Cali- 
fornia. Upon  coming  to  California,  the  Jesuit  priests  had  a 
many-sided  problem  to  face.  They  were  probably  ignorant, 
from  a  technical  standpoint  at  least,  of  the  finer  principles  of 
architectural  design  and  construction;  yet  the  now  decaying 
structures  show  a  certain  fitness  for  the  desired  end.  They 
needed  shelter  and  protection  from  the  elements,  refuges 
and  strongholds  in  time  of  attack,  and  suitable  buildings  in 
which  to  conduct  worship.  Every  structure,  then,  must 
possess  the  elemenet  of  strength,  must  be  adapted  to  the 
building  material,  and  in  keeping  with  the  general  traditions 
relative  to  such  structures.  The  material  used  was  not  dura- 
ble, but  as  that  was  all  that  was  available,  it  had  to  be 
utilized.  Every  cube  was  made  large  and  strong,  and  every 
wall  thick  and  massive,  capable  of  withstanding  great  force. 
In  those  parts  of  California  where  the  climate  permitted  we 
find  colonnades  surrounding  one  or  two  sides,  thus  providing 
cool  and  comfortable  verandas.  Simplicity  was  the  keynote 


CARDBOARD  CONSTRUCTION  9 

of  the  building,  probably  from  necessity,  but  possibly  so  that 
all  would  be  in  harmony  with  the  general  spirit  and  purpose 
of  their  lives.  Thus  we  have  relics  of  the  past  strikingly  in 
keeping  with  the  spirit  of  the  times,  built  so  as  to  suit  climatic 
conditions,  and  in  general  harmony  with  the  entire  project. 

To  illustrate  again,  let  us  refer  to  an  ordinary  kitchen 
table.  Table  height  is  about  thirty  inches.  We  find  that  this 
table  is  higher,  as  generally  the  individual  stands  while  using 
it.  Its  top  is  not  round  like  a  dining  table,  as  we  are  not 
going  to  sit  around  it,  and  also  as  it  is  usually  placed  against 
a  wall.  Everything  about  it  is  built  for  service;  meaningless 
ornaments  are  omitted,  as  service  and  practicability  are  the 
desired  qualities.  Examine  the  flour  and  sugar  bins;  notice 
that  there  are  no  sharp  corners  to  gather  dust  and  refuse. 
The  bottom  is  round;  again  see  the  influence  of  utility.  Its 
top  is  not  polished,  as  such  would  not  be  in  keeping  with  the 
use  to  which  it  is  to  be  placed.  All  these  in  themselves  are 
simple  facts,  yet  they  clearly  show  the  idea  to  be  brought  out. 
The  table  is  built  for  service  and  convenience.  These  facts 
have  influenced  its  height,  size,  shape  and  general  design  and 
construction. 

Design  in  its  elementary  stage  is  not  a  thing  of  culture 
and  taste  alone,  but  one  of  reason,  without  which  fantastic  and 
often-times  absurd  creations  result. 

There  are  some  fundamentals  in  design  which  should  here 
be  presented.  We  are  coming  to  a  realization  of  the  fact  that 
simplicity  is  one  of  these  fundamentals.  The  day  of  highly 
ornamented  furniture  and  houses  is  over.  With  simplicity 
comes  a  new  obligation,  viz.,  that  of  being  true  to  shape  and 
proportion,  as  these  stand  out  alone  free  from  ornament.  We 
must  recognize  the  difference  between  ornamental  and  con- 
structional design.  The  ornamental  is  subordinate  to  the 
constructional,  as  the  one  is  the  perfecting  or  embellishing  of 
the  other.  We  depend  for  beauty  in  ornamental  design  upon 
placing  lines  and  leaving  spaces,  and  upon  massing  light  and 
shade;  in  constructional  design  we  are  dependent  upon  shape 


10  CARDBOARD  CONSTRUCTION 

and  proportion.  As  previously  stated,  both  shape  and  pro- 
portion can  be  determined  only  by  considering  the  individual 
project.  Utility  is  the  first  essential;  next  and  subordinate  to 
utility  comes  beauty.  These  two  elements  must  be  combined 
so  as  to  form  one  harmonious  unit.  Such  is  the  aim  of  every 
architect,  builder  and  designer. 

Every  project  that  we  would  probably  present  has  as  a 
basis  either  squares,  rectangles,  circles,  or  some  forms  of 
polygons.  In  many  cases  two  or  more  of  the  above  are  com- 
bined in  one  project,  thereby  making  it  very  difficult  to  lay 
down  any  definite  rules.  We  know  from  experience  and  ob- 
servation that  some  forms  of  rectangles  are  pleasing  to  the 
eye,  while  others  are  repulsive.  Carefully  examine  figures  1, 
2  and  3.  Compare  then  and  note  wherein  they  differ.  Figure 
1  is  nearly  a  square.  In  figure  2  the  length  is  twice  as  long 
as  the  width,  while  in  figure  3  the  width  is  a  mean  between 
the  other  two.  It  is  readily  seen  that  figure  3  is  the  most 
pleasing  form.  Note  from  figures  4  and  5  how  3  is  formed. 
Have  the  children  draw  two  squares  together,  as  in  figure  4. 
Below  these,  draw  two  others  just  like  the  first  two.  Divide 
the  side  d  into  three  parts  by  placing  dots  at  b  and  c.  Add  on 
the  strip  d  e  equal  to  c  d.  Now  erase  all  interior  lines  in 
both  figures,  leaving  figures  resembling  2  and  3.  Ask  the  chil- 
dren which  they  like  the  better.  Have  them  look  at  a  book 
cover,  the  tops  of  their  desks,  and  many  other  rectangles 
resembling  figure  3.  Now  have  them  locate  rectangles  re- 
sembling figure  2.  Explain  to  them  that  this  more  nearly 
resembles  a  panel,  as  in  figure  6.  Explain  to  what  use  the 
panel  is  placed.  Teach  the  children  how  to  draw  a  rectangle, 
•as  in  figure  3.  They  know  that  it  is  made  of  two  squares  plus 
a  strip  one-third  of  the  width  of  one  square.  Suppose  the 
length  to  be  eighteen  inches,  then  the  width  of  figure  4  is  nine 
inches,  and  of  figure  5,  twelve  inches,  as  one-third  of  nine,  or 
three,  is  added  to  nine.  Go  through  this  process  is  various 
ways,  using  other  numbers,  until  it  is  perfectly  clear  to  the 
children.  This  should  be  presented  when  they  are  about  to 


CARDBOARD  CONSTRUCTION 


11 


construct  some  piece  involving  the  use  of  a  rectangle  of  this 
shape.  Avoid  the  use  of  rectangles  resembling  figure  1,  as 
they  are  awkward  in  shape.  It  is  very  seldom  that  they  are 
used  in  any  way. 


RECTANGLES 


f 
1 
| 

f 

\ 
1 

f/l"                          1 

Fig./. 

t 

1 

/" 

i 

fffj. 


'    A 

i 
1 
1 
1 
1 
I 

B 

f 

± 

/»y/. 

B 


Fly.  6. 


12  CARDBOARD  CONSTRUCTION 

Suppose  that  we  have  made  a  mounting  for  a  calendar 
or  match  box  resembling  in  shape  figure  7.  We  must  first 
locate  the  calendar  or  match  box  on  the  mount,  as  the  nature 
of  the  ornament  depends  entirely  upon  this  position.  Figures 
7  to  12  illustrate  this  principle.  It  will  be  seen  at  a  glance 
that  a  rectangle  seems  better  adapted  to  the  purpose  than  a 
square.  Compare  figure  7  with  figure  12.  Let  us  analyze  the 
different  figures.  In  figure  7  we  have  placed  the  mount  in  the 
lower  right-hand  corner,  with  the  year  to  the  left.  The  weight 
of  the  ornament  must  be  in  the  upper  left-hand  corner,  so 
that  it  may  be  balanced  properly.  A  spray  of  leaves  or  flowers 
seems  appropriate.  In  figure  8  we  have  placed  the  mount  in 
the  middle,  below  the  center,  and  cut  on  the  lines  which  form 
the  ornament  along  the  line  ae.  This  necessitates  an  evenly 
balanced  design  filling  either  side  of  the  mount. 

In  figure  9  the  calendar  is  placed  in  the  same  position  as 
in  figure  8,  the  ornament  consisting  of  curves  and  border  lines. 
After  placing  the  numbers  designating  the  year,  the  design 
seems  complete.  In  figure  10  an  upright  calendar  is  used  and 
is  placed  on  the  left-hand  side,  thus  requiring  the  ornament  to 
be  on  the  right  side.  The  smaller  mount,  upon  which  the  cal- 
endar and  design  are  placed,  may  be  pasted  on  a  larger  mount. 
Note  the  effect  produced  by  using  border  lines.  In  figure  11 
the  mount  is  placed  in  an  upright  position,  and  an  upright 
calendar  is  also  used.  A  flower  or  shrub  with  long  and  slender 
leaves  and  foliage  will  appropriately  fill  the  remaining  space. 
Figure  12  clearly  shows  that  a  square  is  not  so  well  adapted 
for  this  purpose  as  a  rectangle. 

Let  us  again  examine  figure  8  (a).  Notice  the  spacing 
along  the  line  a  e.  Note  that  the  spaces  are  irregular.  Com- 
pare the  distance  a  b  with  b  c.  In  figure  8(b)  the  spacing  is 
regular.  Compare  the  distance  a  b  and  b  c.  Pleasing  effects 
can  seldom  be  produced  by  regular  spacing.  This  will  be 
found  to  be  true  in  nearly  every  design,  whether  ornamental 
or  constructional. 


CARDBOARD  CONSTRUCTION 


13 


BALANCE  AND  ORNAMENT. 


A*. 


.  7. 


907. 


Fig.  8. 


Fig-  to. 


14:  CARDBOARD  CONSTRUCTION 

In  figure  9,  as  above  stated,  curves  have  been  used  in 
forming  the  design.  Note  how  they  are  constructed.  The 
curve  designated  by  the  points  c  d  is  not  a  semi-circle,  but 
a  segment  of  a  circle  produced  by  locating  the  center  on  a 
point  on  the  median  line  some  distance  from  the  top  of  the 
rectangle.  Note  also  the  curve  bounded  by  b  x.  It  is  not  a 
quarter-circle,  as  might  be  supposed  at  first  glance.  The  curve 
can  be  based  upon  either  the  parabola  or  ellipse.  It  is  always 
a  pleasing  curve.  It  can  be  drawn  freehand  by  locating  the 
points  b  and  x  where  the  curve  comes  into  contact  with  the 
lines  forming  the  rectangle.  Avoid,  if  possible,  the  use  of 
semi  or  quarter-circles.  They  are  apt  to  look  stilted  and  are 
seldom  as  pleasing  as  a  segment  either  greater  or  less  than  a 
half  or  quarter-circle. 

All  of  the  points  mentioned  cannot  be  drawn  from  the 
children,  nor  will  they  realize  for  a  long  time  their  full  sig- 
nificance. Mention  them  from  time  to  time  as  opportunity 
may  arise;  never  fail  to  call  attention  to  them  when  you  are 
constructing  something  which  demands  their  application. 

Some  are  of  the  opinion  that  nothing  should  be  presented  to 
the  child  that  is  not  a  perfect  type  of  a  class.  We  are  apt  to 
forget  that  growth  is  not  the  result  of  impression  alone,  but 
rather  the  combined  process  of  impression  and  expressions 
Which  means  most  to  the  child,  the  elaborate  design  planned 
by  the  teacher,  or  the  simple  one  planned  by  the  individual  or 
the  class  ?  No  other  answer  can  be  given  than  the  latter ;  first, 
because  we  are  assured  that  such  a  plan  is  in  keeping  with 
his  own  understanding;  and  second,  because  from  it  we  krow 
what  his  ideas  are,  and  therefore  have  a  satisfactory  basis 
upon  which  to  build. 

We  believe  in  the  cultivation  of  the  finer  senses.  The 
problem  is  to  find  tangible  methods  for  such  cultivation.  As 
was  before  stated,  it  must  be  a  two-fold  process,  with  the  em- 
phasis laid  upon  the  side  of  expression.  Development  cannot 
be  forced.  Before  reaching  the  advanced  stages  of  culture,  we 
must  pass  through  the  cruder  ones.  Such  has  been  the  history 
of  the  development  of  the  individual  and  the  race. 


UNIVERSITY 

OF 


CARDBOARD  CONSTRUCTION  15 


Accuracy 


We  all  admire  the  splendid  productions  of  the  French  and 
Germans,  and  realize  to  a  keen  degree  that  American  workmen 
lack  that  care  and  exactness  which  is  characteristic  of  some  of 
the  European  nations.  We  all  desire  to  raise  the  standard  of 
excellence  in  this  line  among  our  own  people.  We  realize  also 
that  this  process  must  be  begun  in  early  youth. 

Is  there  such  a  thing  as  the  general  habit  of  accuracy? 
One  may  be  able  to  draw  a  line  between  two  dots  and  measure 
to  a  nicety  a  given  distance,  yet  that  same  individual  might 
not  be  able  to  form  a  series  of  letters  between  two  given  lines. 
A  boy  may  be  able  to  plane  a  board  to  a  given  line  and  yet  be 
unable  to  perform  a  similar  act  with  a  saw.  Thus  we  see  that 
each  operation  carries  with  it  its  own  difficulties  and  requires 
specific  training.  The  only  element  of  similarity  in  the  above 
operations  is  that  of  care,  keeping  in  mind  the  necessity  for 
careful  effort. 

The  above  is  presented  only  to  show  that  if  you  do  succeed 
in  getting  pieces  of  work  accurately  constructed,  it  is  not 
going  to  be  a  cure  for  all  problems  of  inaccuracy  which  you 
find  in  childhood.  Accuracy  is  not  the  keynote  of  Manual 
Training,  at  least  from  an  elementary  standpoint.  Such  is  an 
utter  impossibility,  as  it  is  a  generally  recognized  fact  that 
accuracy  is  not  a  characteristic  of  childhood,  and  Manual 
Training  must  be  based  upon  the  innate  powers  and  poten- 
tialities of  childhood,  seeking  rather  to  build  upon  characteris- 
tics naturally  possessed  by  children  and  so  developing  and 
shaping  them  as  to  fit  the  individual  for  future  usefulness. 

There  are  many  reasons  why  we  say  that  accuracy  is  not 
a  characteristic  of  childhood.  Look  at  it  from  a  physical 
standpoint.  We  know  that  the  large  muscles  develop  first; 
the  smaller  ones  later  in  life.  Where  other  than  this  is  the 
case,  we  have  an  abnormal  development  which  is  apt  to  inter- 
fere with  the  future  well-being  of  the  individual.  It  is  obvious 


1C  CARDBOARD  CONSTRUCTION 

that  when  too  much  stress  is  laid  upon  the  small  things  we 
are  tearing  down  rather  than  building  up.  The  young  eye 
cannot  faithfully  discern  minute  measurements,  and  the  un- 
developed hand  cannot  put  the  pencil  in  the  desired  place. 

Accuracy  is  also  a  mental  attribute.  Mind,  hand  and  eye 
must  work  harmoniously.  Thus,  a  three-fold  development  is 
necessary.  This  cannot  be  forced.  We  must  guide  and  cul- 
tivate, looking  forward  to  the  time  when  the  development  will 
be  complete  in  adult  life. 

Great  value  results  from  the  effort  of  the  teacher  in  train- 
ing the  child  to  be  accurate  in  his  construction  work.  He 
learns  that  he  must  work  slowly;  that  an  approximation  is 
not  sufficient,  and  that  careful  planning  is  essential  to  cred- 
itable production.  Thus  the  elements  of  painstaking  and  fore- 
sight are  cultivated,  and  these  are  bound  to  influence  his  work 
in  the  schoolroom  along  other  lines.  Thought  must  precede 
every  profitable  action. 

Let  us  plead  for  that  rational  degree  of  accuracy  which 
can  reasonably  be  expected  from  childhood.  Those  dealing 
with  children  will  appreciate  what  has  been  said.  It  is  for  us 
to  educate  the  outside  world  so  that  when  they  examine  the 
finished  product  they  may  see  it  through  the  eyes  of  the  child. 
Inaccuracy  is  very  evident  in  construction  work,  and  it  is  our 
duty  to  point  out  such  errors.  The  children  will  see  what  is 
meant,  for  they  are  dealing  with  visible  material,  and  not  with 
indefinite  generalities.  Let  us  be  sparing  in  criticisms,  realiz- 
ing that  accuracy  is  not  a  characteristic  of  childhood,  and  that 
too  much  emphasis  and  overdue  effort  will  result  in  tearing 
down  rather  than  in  building  up. 


CARDBOARD  CONSTRUCTION  IT 


Definite  Processes 


In  order  that  we  may  have  some  foundation  upon  which 
to  build,  it  is  necessary  that  we  present  a  few  definite  pro- 
cesses. It  has  been  found  by  experience  that  these  processes 
bring  forth  the  best  results.  For  this  reason  they  are  pre- 
sented in  this  way: 

The  pencil  chosen  should  be  hard  and  well  sharpened. 
Light  lines  are  the  only  kind  to  be  used,  as  they  are  the  best 
adapted  for  general  purposes.  All  dots  should  be  light,  so 
that  they  will  not  be  seen  after  the  line  is  drawn.  Scoring  is 
the  process  of  drawing  a  sharp  instrument  over  lines  where 
the  cardboard  is  to  be  folded.  It  is  done  so  as  to  make  a  neat 
fold.  It  is  not  necessary  to  score  light  cardboard  or  thin 
cover-paper  before  folding.  The  opened  blade  of  the  scissors 
may  be  used  with  success.  Always  use  the  ruler  to  guide  the 
knife  or  scissors,  so  that  the  line  will  be  straight. 

Generally  the  cardboard  which  is  given  to  the  children 
has  not  perfectly  square  corners,  so  that  the  first  process  is 
to  square  one  corner.  The  children  should  be  provided  with 
a  right  triangle.  See  figure  13.  It  can  be  made  of  either  wood 
or  cardboard.  The  first  process  in  squaring  one  corner  is  to 
draw  a  line  across  the  bottom  of  the  paper,  as  line  a  b  in 
figure  14.  This  line  should  be  drawn  close  to  the  edge  of  the 
paper.  Place  the  triangle  on  the  line  in  such  a  position  that 
when  a  line,  such  as  x  y  is  drawn,  a  right  angle  is  formed  in 
the  lower  right-hand  corner.  This  is  always  the  first  process. 
From  this  square  corner  and  these  lines,  all  measurements 
should  be  made.  We  have  no  further  use  for  the  triangle  in 
the  present  figure.  Suppose  that  a  six-inch  square  is  to  be 
drawn.  Measure  from  the  corner  x  to  the  point  k  a  distance 
of  six  inches  and  place  a  dot.  Measure  from  the  point  y  a 
distance  of  six  inches  and  place  a  dot,  at  t.  Now  draw  the 
line  t  k. 


18 


CARDBOARD  CONSTRUCTION 


o    o 


Fig. 


Fig. 


We  have  a  figure  resembling  15,  six  inches  in  width  and 
indefinite  in  length.  Now  measure  from  the  point  x  along  the 
line  x  y  placing  a  dot  at  m  which  is  six  inches  from  x.  Measure 
from  the  point  k  along  the  line  k  t,  a  distance  of  six  inches 
placing  a  dot  at  n.  Connect  the  dots  n  and  m.  The  result  is 
a  six  inch  square. 

All  cutting  is  done  in  the  ordinary  way  with  scissors. 
Open  them  wide  and  take  a  full  stroke,  keeping  the  eyes  on 
the  line.  Hold  the  paper  each  time  so  that  the  cutting  will  be 
done  on  the  right  side.  The  main  difficulties  in  pasting  are 
applying  too  much  paste  and  allowing  the  children  to  work 
with  dirty  fingers.  A  small  cotton  cloth  can  be  used  to  advan- 
tage when  they  are  ready  to  paste.  Have  them  do  the  rubbing 
with  this  instead  of  with  their  fingers.  Do  not  allow  them  to 
apply  too  much  paste. 


CARDBOARD  CONSTRUCTION  19 

There  are  many  ways  to  fasten  together  the  corners 
of  boxes,  etc.  Figures  17  and  18  show  the  ways  most 
commonly  used ; — that  of  pasting  edges  and  lacing.  The  past- 
ing edges  should  be  a  trifle  over  a  quarter  of  an  inch  in  width. 
The  corners  should  be  clipped  off  so  that  they  will  not  be  so 
conspicuous  in  the  finished  product.  If  the  method  shown  in 
Fig.  16  is  used,  the  corners  may  be  laced  with  silk  floss,  ribbon 
or  raffia. 


*  Method  of  Presentation 

In  what  has  preceded  it  has  been  shown,  in  general,  what 
to  present;  how  to  work  out  the  design;  how  to  perform  cer- 
tain definite  processes,  and  how  to  present  the  work  in  gen- 
eral. It  now  remains  for  us  to  elaborate  upon  the  method  of 
presentation.  This  may  best  be  done  by  taking  certain  definite 
projects  and  working  them  out  in  detail,  showing  just  how 
they  may  be  developed  in  the  classroom. 

^Pencil  <Box 

Suppose  the  project  to  be  a  pencil  box,  and  that  the  class 
is  not  at  all  familiar  with  the  work.  It  will  be  necessary,  at 
first,  for  the  class  to  see  that  any  box  has  three  dimensions — 
length,  width  and  height,  or  depth.  If  you  ask  them  the  size 
of  a  certain  box,  at  first  they  will  give  invariably  only  one 
dimension,  not  realizing  that  they  have  omitted  the  other  two. 
Develop  this  point  by  illustrating  with  several  boxes  till  it  is 
perfectly  clear.  Have  the  class  name  over  the  various  parts, 
telling  which  are  always  alike  in  size  and  shape.  They  will 
readily  see  that  bottom  and  top,  two  sides  and  two  ends  may 
be  grouped  together.  Now  return  to  the  box  at  hand.  Ques- 


*The  plans  under  this  division  are  given  only  to  assist  the  reader  in  following  the 
suggestions.    They  should  never  be  presented  to  the  children  in  this  form. 


20 


*  \UIDBOARD  CONSTRUCTION 


tion  them  in  regard  to  pencil  boxes  which  they  have  seen — as 
to  size,  shape  and  general  construction.  Most  of  the  answers 
will  probably  apply  to  wooden  boxes.  You  will  find  that 
there  are  many  kinds  which  could  be  constructed  from  card- 
board. They  will  probably  mention  these — a  plain  box,  long 
and  narrow,  without  cover;  a  plain  box,  long  and  narrow, 
with  cover  fastened  to  one  side;  a  plain  box,  with  a  cover 
resembling  another  box  minus  the  two  ends.  Let  us  decide 
upon  the  first  box  mentioned.  By  this  time  the  children  have 
a  fairly  clear  mental  picture  of  the  product.  It  now  remains 
for  us  to  analyze  this  picture,  reduce  it  to  its  component 
parts  and  then  construct.  Explain  to  them  that  the  box  is  to 
be  made  from  one  piece  of  cardboard,  by  means  of  cutting, 
folding  and  pasting.  Let  us  proceed  to  build  it  up.  It  is  well 
to  have  this  done  at  the  blackboard,  one  child  at  a  time  doing 
what  the  class  dictates.  Show  them  that  the  bottom  must 
first  be  drawn,  as  all  the  other  parts  are  fastened  to  this.  Be- 
fore this  can  be  done,  its  size  and  shape  must  be  known.  Re- 
ferring under  "Design"  to  what  has  previously  been  said,  we 
know  that  the  box  must  conform  to  the  size  and  shape  of  the 
object  which  it  is  to  contain;  therefore  it  must  be  long  and 
narrow.  Determine  the  definite  measurements  and  have  the 
child  draw  the  bottom  on  the  board.  See  figure  19,  abed. 

PENCIL  BDX. 


A 

B 

C 

D 

r> 

Fia-  19. 

CARDBOARD  CONSTRUCTION  21 

Before  going  further,  determine  the  height.  After  this  is  done, 
have  the  children  point  out  the  places  on  figure  abed  where 
the  sides  and  ends  are  fastened.  Now  have  the  sides  and  ends 
drawn,  as  A  B  C  D.  If  the  class  has  trouble  in  following 
the  above  process,  begin  again;  this  time  having  each  child 
work  at  his  desk,  using  paper  and  pencil.  Draw  the  bottom, 
not  stopping  to  measure  or  rule  lines,  but  simply  getting  the 
relative  size  and  shape.  Now  tear  this  out.  Draw  and  tear 
out  the  two  sides  and  ends  in  the  same  way.  Arrange  and  hold 
these  various  parts  together  so  as  to  form  the  box.  Now  let 
the  sides  and  ends  fall  and  we  have  a  figure  resembling  19.  In 
order  that  we  may  be  sure  that  every  child  knoAvs  what  he  is 
doing,  let  the  class  pass  to  the  blackboard  and  build  up  the 
same  thing  again.  At  present  we  will  not  refer  to  the  method 
of  fastening  the  box  together,  as  too  much  at  once  is  confusing. 
Above  all,  go  slowly. 

Now  let  the  box  be  drawn  very  carefully.  It  is  well  to 
have  it  drawn  first  on  common  manilla  paper,  so  that  if  there 
are  mistakes  too  much  cardboard  will  not  be  wasted.  This 
time  we  will  not  build  it  up,  but  draw  it  in  a  different  way. 
Ask  the  class  to  point  out  the  long  lines,  such  as  k  1  and  x  y; 
also  lines  m  n  and  p  o.  As  has  been  stated,  we  must  first 
square  the  lower  right-hand  corner.  Do  this  according  to  the 
process  explained  under  the  ''Definite  Processes."  Let  us  sup- 
pose the  box  to  be  nine  inches  long,  two  inches  wide  and  one 
inch  deep.  First  draw  all  the  horizontal  lines,  beginning  at 
the  bottom  and  working  toward  the  top.  We  already  have 
the  line  m  o,  as  it  is  one  of  the  lines  forming  the  right  angle. 
Draw  the  line  x  y  one  inch  above  m  o,  as  the  distance  between 
these  lines  is  the  height  of  the  box.  Draw  the  line  k  1  two 
inches  from  x  y;  this  distance  is  the  width  of  the  box.  Draw 
the  line  n  p  one  inch  from  k  1,  thus  forming  the  other  side. 
Now  draw  the  vertical  lines,  beginning  at  the  right  and  work- 
ing toward  the  left.  We  already  have  the  line  1  y,  as  this  is 
the  other  line  forming  the  right  angle.  Draw  p  o  one  inch  from 
1  y;  this  is  the  width  of  one  end.  Draw  m  n  nine  inches  from 


22  CARDBOARD  CONSTRUCTION 

p  o,  this  distance  being  the  length  of  the  box.  Draw  k  x  one 
inch  from  n  m,  as  this  is  the  width  of  the  other  end.  This,  in 
substance,  is  the  process  through  which  we  must  pass  in  draw- 
ing a  box  or  anything  similar. 

We  must  now  consider  the  problem  of  fastening  the  box 
together.  It  is  well  at  first  to  use  the  pasting  flaps;  these 
may  be  fastened  to  the  ends  B  C,  or  the  sides  A  D.  Draw  these 
according  to  directions  given  under  "Definite  Processes."  Cut, 
score,  fold  and  paste,  and  the  box  is  complete. 

^Portfolio 

As  in  the  case  of  the  pencil  box,  suggest  the  problem  to 
the  children.  It  may  be  used  for  post  cards,  or  something 
similar.  The  children  are  more  or  less  familiar  with  this  pro- 
ject, as  they  have  seen  portfolios  for  sale  at  the  stationers',  and 
possibly  are  in  possession  of  one  of  them.  There  are  many 
forms  and  varieties  of  portfolios;  a  great  variety  will  be  sug- 
gested by  the  children,  so  the  field  from  which  we  may  draw  is 
very  large.  Some  forms  resemble  envelopes,  some  little  book- 
lets, while  others  are  constructed  elaborately,  with  various 
compartments  resembling  a  folding  purse.  For  the  sake  of 
uniformity  in  presentation  let  us  decide  upon  a  very  simple 
one,  resembling,  in  a  degree,  an  envelope  without  flaps  pasted. 
Discover  the  various  parts.  We  find  them  to  be  the  face, 
similar  in  shape  to  the  postal,  the  two  ends  and  the  flaps  at 
the  top  and  bottom.  See  figure  20.  Determine  the  size  of  the 
face.  This  must  be  a  little  larger  than  the  postal  card.  Sup- 
pose we  decide  upon  six  inches  by  four  inches.  Let  us  test 
this  rectangle  and  see  if  it  is  of  good  form.  Dividing  the  length 
into  two  parts  gives  us  three  inches,  or  the  size  of  the  squares. 
One- third  of  three  is  one;  added  to  three,  gives  us  four  inches 
for  the  width.  Have  this  much  drawn  on  the  blackboard. 
From  the  construction  of  the  pencil  box,  we  know  where  the 
end  and  side  flaps  must  be  placed.  It  is  well  at  this  stage  to 
draw  lines  of  indefinite  length,  extending  from  the  rectangle 
just  drawn.  See  the  diagram  and  note  the  lines  Z  z,  etc. 


CARDBOARD  CONSTRUCTION 


23 


PDRTFDLID. 


D 


—4-4 6" 1 


Fig.2.0. 


fig  2 1.    Suggestions  for  Ornamenting  Flap 


V        ^ 


». 


of 


24  CARDBOARD  CONSTRUCTION 

These  lines  bound  the  width  of  the  flaps,  and  help  us  in  de- 
termining their  size.  The  side  flaps  are  to  be  folded  first,  the 
bottom  flap  next,  and  finally  the  top  flap.  Now  consider  the 
width  of  the  side  flaps.  Ask  the  children  how  wide  they  would 
have  to  be  so  as  to  meet  in  the  middle  of  the  face.  It  will  be 
seen  that  they  will  be  just  as  serviceable  if  they  are  not  so 
long  as  this,  and  that  they  will  probably  look  much  better  if 
they  are  made  narrower.  Let  us  make  their  width  one  and 
one-half  inches.  Consider,  now,  the  two  remaining  flaps  at 
D  and  C.  Suppose  these  were  just  to  meet  when  folded  to- 
gether. They  would  not  appear  well,  as  there  would  always 
be  a  space  between  them.  It  is  better  to  have  the  top  one 
overlap  the  under  one  and  come  somewhat  below  the  middle, 
so  as  not  to  leave  two  regular  spaces  on  the  back.  Let  us 
make  the  bottom  one  two  inches  wide;  it  will  then  reach  the 
middle.  Make  the  top  one  as  much  wider  as  we  wish  it  to  ex- 
tend over  the  bottom  one.  Suppose  it  is  to  overlap  one  inch, 
then  the  whole  flap  must  be  three  inches  wide.  Have  all  these 
flaps  placed  on  the  drawing  already  begun  on  the  blackboard. 
Now  consider  the  ornamentation  of  the  flaps.  See  figure  21. 
Allow  much  range  in  this  respect. 

We  must  now  decide  upon  the  method  of  fastening  the 
portfolio  together.  It  might  be  tied  with  ribbon  or  silk  floss, 
or  a  tongue  might  be  added  to  the  top  flap  and  a  slit  made  in 
the  lower  flap  to  receive  it.  Cut  the  slit  with  a  knife,  as  it 
cannot  be  done  well  with  the  scissors.  After  folding  and  orna- 
menting, the  project  is  completed. 

No  directions  are  here  given  for  drawing  on  the  card- 
board, as  the  same  methods  already  explained  under  the  pencil 
box  will  apply  in  this  case. 


CARDBOARD  CONSTRUCTION  25 


Bank 

In  general,  this  must  resemble  a  box,  somewhat  modified 
in  form.  The  same  general  method  used  in  the  construction 
of  the  pencil  box  is  applicable  in  this  case.  As  before  stated, 
first  call  upon  the  child's  store  of  knowledge  relative  to  the 
proposition.  He  will  call  to  mind  the  metal  bank,  just  the 
diameter  of  a  5-cent  piece;  the  square  metal  bank;  the  minia- 
ture house  with  a  slot  down  the  chimney,  or  possibly  the 
metal  pig  with  an  opening  on  the  back.  All  these  ideas  and 
experiences  may  be  utilized  in  developing  the  present  problem. 
For  the  sake  of  convenience  in  presentation,  we  must  decide 
upon  one  form,  either  a  square  or  rectangular  box,  with  a  slit 
cut  in  the  lid  to  receive  the  coin. 

Instead  of  developing  this  further  as  a  class  project,  let 
it  be  an  individual  one,  making  your  directions  and  hints  so 
general  that  they  will  apply  to  all,  even  if  the  dimensions  are 
not  all  the  same.  All  should  be  provided  with  paper.  Before 
further  presentation,  review  the  various  parts  of  any  box,  re- 
calling again  those  parts  that  are  always  the  same.  Now  lead 
the  class  by  questions  and  suggestions  till  every  one  has  some 
kind  of  a  mental  picture  of  a  bank.  These  will  probably  not 
be  uniform.  Now  have  the  child  write  on  a  corner  of  his 
paj>er  the  dimensions  of  the  bottom  of  his  bank;  in  the  same 
way  have  him  write  the  dimensions  of  the  four  sides.  The  prob- 
lem is  reduced  now  to  an  individual  proposition  for  each  child, 
and  he  must  necessarily  do  his  own  thinking.  Have  each  one 
now  draw  his  bank  roughly,  using  his  own  measurement. 
Then  place  the  top  and  pasting  edges.  Let  him  label  the 
various  parts  as  he  draws  them,  so  that  he  will  not  become 
confused.  Have  the  bank  cut  out  and  folded.  He  now  sees 
that  he  must  in  some  way  improve  the  top  or  cover  so  as  to 
prevent  it  from  falling  down  into  the  box.  Many  ways  will 
be  suggested.  It  may  be  done  by  adding  on  the  flaps  A  and  B 
and  folding  them  at  right  angles  to  the  side.  See  figure  22. 
Another  flap  at  D  will  tend  to  hold  it  in  place.  The  slit  for 


2C> 


CARDBOARD  CONSTRUCTION 


BANK, 


B 


CARDBOARD  CONSTRUCTION  27 

the  coin  must  be  cut  with  a  knife.  Follow  the  same  directions 
in  drawing  the  bank  as  given  for  the  pencil  box.  In  drawing 
the  first  two  lines  that  form  the  right  angle,  place  them  far 
enough  from  the  edges  that  the  flaps  at  A  and  B  may  be  drawn 
outside  the  figure.  At  first  do  not  consider  them  at  all;  add 
them  when  the  entire  drawing  is  finished.  Cut,  score,  fold 
and  paste. 

Hexagonal  Box  or  ^Basket 

Before  this  project  is  commenced  we  must  teach  the 
children  the  parts  of  a  circle;  such  as  radius,  diameter  and 
circumference;  and  also,  how  to  construct  a  hexagon,  or  six- 
sided  figure.  Tell  them  that  all  the  sides  of  the  hexagon  must 
be  the  same  size.  Have  a  child  draw  a  rough  picture  of  a 
hexagon  on  the  board.  It  is  our  purpose  to  develop  the 
method  of  drawing  this  figure  rather  than  to  dictate  the  vari- 
ous steps.  Have  the  child  draw  a  circle  about  the  hexagon, 
showing  that  it  resembles  this  figure  very  closely,  and  that  it 
is  its  basis.  Examine  figure  23.  Draw  the  diameter  a  b, 
thereby  showing  that  there  are  three  sides  on  each  side  of  this 
line.  Locate  the  center  of  the  circle  at  O,  showing  that  this 
is  also  the  center  of  the  hexagon,  and  that  the  distance  a  o 
is  just  the  same  as  the  distance  a  x,  or  any  of  the  sides. 

Let  the  children  now  draw  a  circle  on  a  piece  of  paper, 
this  time  using  their  compasses,  so  that  the  figure  will  be 
exact.  Insist  that  they  keep  their  compasses  set  at  the  same 
radius  as  used.  Draw  the  diameter.  They  now  have  all  the 
facts  needed;  they  know  that  all  the  sides  are  uniform,  and 
the  same  size  as  the  radius  of  the  circle.  Call  these  facts  to 
mind,  and  let  them  devise  the  method  of  drawing  the  sides. 
At  first  they  may  measure  the  distance  a  x  with  their  rulers. 
Show  them  that  the  easiest  way  is  to  use  the  compass,  as  this 
will  insure  all  the  sides  being  alike.  Show  them  how  to 
"strike  an  arc,"  using  their  compasses,  and  let  them  draw 
the  lines  completing  the  hexagon. 

Our  problem  now  is  very  simple.     It  now  remains  for  us 


28 


CARDBOARD  CONSTRUCTION 


Fig.  23. 


HEXAGONAL  BASKET, 


CARDBOARD  CONSTRUCTION  29 

to  determine  the  measurements  for  the  basket,  and  then  con- 
struct. Have  this  done  as  a  class  project.  All  that  is  needed 
is  the  diameter  of  the  bottom  and  the  height  of  the  sides. 
After  having  determined  the  diameter  of  the  bottom,  draw 
the  hexagon.  Then  have  the  children  locate  the  surfaces 
where  the  sides  must  be  attached.  There  are  at  least  two 
plans  which  we  may  now  follow.  We  may  form  the  sides  so 
that  when  folded  they  will  be  at  right  angles  to  the  bottom. 
If  we  do  this,  the  sides  will  resemble  a  b  c  d  in  figure  24. 
The  other  plan  is  to  form  the  sides  so  that  they  flare  at  the 
top.  If  this  plan  is  followed  they  will  resemble  the  sides  b  x  y. 
If  the  sides  are  to  be  at  right  angles  to  the  bottom,  a  b  c 
must  be  a  right  angle,  and  may  be  drawn  with  the  square.  In 
either  case,  we  must  draw  another  circle,  using  a  radius  equal 
to  the  sum  of  the  bottom  radius  and  the  width  of  the  sides. 
If  the  sides  are  to  flare,  we  must  first  locate  the  points  on 
the  circumference  which  would  be  used  in  forming  a  hexagon 
in  the  outer  circle,  as  at  Z,  S,  etc.  These  points  may  be  ob- 
tained in  the  same  way  that  the  first  hexagon  was  drawn,  or 
by  drawing  a  line  through  o  b  and  continuing  it  until  it 
touches  the  circumference.  The  magnitude  of  the  flare  de- 
pends entirely  upon  the  distance  x  y.  This  basket  looks  well 
when  fastened  together  with  silk  floss  or  baby  ribbon. 


Use  and  Selection  of  Materials 

It  is  well  when  the  class  is  first  taking  up  a  project  to 
have  it  worked  out  on  plain  manilla  drawing  paper,  or  similar 
inexpensive  material.  There  are  many  kinds  of  paper  and 
cardboard  ordinarily  used.  Every  kind  is  manufactured  in 
various  sizes  and  weights.  These  vary  with  the  various  manu- 
facturers. 

Cover  paper  is  a  good  material  to  use  for  many  things, 
being  best  adapted  for  projects  ornamental  in  nature.  A 
light-weight  paper  is  seldom  appropriate  for  boxes,  or  articles 


30  CARDBOARD  CONSTRUCTION 

of  a  similar  nature.  It  comes  in  a  great  variety  of  colors  and 
shades,  every  dealer  having  certain  shades  which  are  manu- 
factured only  by  his  firm.  It  is  called  cover  paper  because  it 
is  commonly  used  for  covers  for  booklets,  etc.  It  is  usually 
sold  by  weight — so  many  pounds  to  the  ream — depending,  of 
course,  upon  the  thickness  of  the  sheet. 

Tag  board  is  a  very  serviceable  paper.  It  is  much  heavier 
than  cover  paper.  Ordinarily  it  is  used  for  shipping  tags,  etc. 
It,  also,  comes  in  a  variety  of  weights  and  sizes.  The  size 
and  weight  used  depend  upon  the  individual  project.  Boxes, 
baskets,  etc.,  can  be  satisfactorily  made  from  this  material. 
This  paper  is  also  sold  by  weight. 

Mat  board,  the  same  as  used  by  picture  framers,  can  be 
utilized  very  nicely  for  calendar  mounts,  covers  for  booklets, 
etc.  This  is  more  expensive  than  the  others  mentioned.  It 
also  comes  in  various  sizes  and  weights,  and  is  generally  sold 
by  the  sheet. 

Occasionally  we  have  use  for  quite  heavy  material.  Straw- 
board  will  do  when  such  is  needed.  It  comes  in  various  thick- 
nesses, and  is  sold  by  the  bundle.  These  are  usually  desig- 
nated by  numbers.  The  bundles  are  all  alike  in  weight,  but 
vary  in  the  number  of  sheets  they  contain.  The  number  of 
sheets  they  contain  determines  the  number  by  which  they  are 
listed.  This  board  is  yellow.  When  this  color  is  not  desirable 
it  can  be  covered  with  light  paper,  or  some  ornamental  design 
drawn  on  light  drawing  paper. 

Binder  board  is  a  board  used  by  bookbinders  for  covers, 
etc.  This  may  be  used  in  making  book  covers,  or  mounts  for 
various  purposes.  It  is  quite  expensive  and  is  sold  by 
the  sheet. 

In  some  cases  we  may  wish  to  fasten  corners  together 
with  gummed  paper.  This  may  be  purchased  in  sheets  and 
cut  into  strips  of  the  desired  width.  It  can  also  be  procured 
in  various  colors,  and  can  be  used  for  ornamenting. 

Bristol  board  may  be  used  for  some  projects.  It  is  very 
satisfactory  material  with  which  to  work,  but  the  price  makes 


CARDBOARD  CONSTRUCTION  31 

it  almost  prohibitive.    It  comes  in  various  colors  and  weights, 
and  has  a  glazed  surface. 


Conclusion 

It  is  intended  that  this  manual  be  suggestive.  Any  plan 
for  working  out  in  your  class  a  certain  project  which  you 
find  successful  is  far  better  for  you  to  use  than  one  which 
has  been  copied  from  someone  else.  The  projects  herein  pre- 
sented are  typical ;  it  is  therefore  believed  that  no  trouble  will 
be  experienced  in  working  out  other  projects  not  mentioned. 
The  individuality  of  the  teacher  determines  the  method  of 
presentation  to  a  great  extent.  A  certain  project  can  seldom 
be  presented  twice  in  the  same  manner,  as  the  personality  of 
the  class  is  bound  to  have  its  effect.  When  this  is  the  case, 
it  is  a  hopeful  sign,  as  you  then  know  that  the  children  are 
doing  original  thinking. 

Many  occasions  will  arise  for  the  application  of  the  facts 
learned  in  arithmetic,  and  often,  by  applying  certain  arith- 
metical principles  in  their  cardboard  work,  a  great  amount  of 
drill  will  be  saved,  and  the  facts  will  be  so  impressed  that 
they  will  never  be  forgotten.  This  is  especially  true  in  the 
study  of  fractions.  Before  finishing  the  course  in  cardboard 
construction,  the  children  should  be  very  familiar  with  their 
rulers.  They  should  be  able  to  measure  any  distance  accur- 
ately and  quickly.  They  should  also  be  familiar  with,  and 
know  how  to  construct,  squares,  rectangles,  circles,  etc. 

All  the  definite  processes  necessary  for  full  and  complete 
expression  have  been  mentioned.  The  main  point  of  the  whole 
subject  is  expression.  This  we  are  very  apt  to  overlook  in  our 
zeal  to  bring  forth  immediate  results,  and  in  our  desire  to 
have  the  child  conform  to  adult  standards.  Through  expres- 
sion comes  power,  which  alone  is  the  test  of  the  effectiveness 
of  our  teaching. 


32 


CARDBOARD  CONSTRUCTION 


Suggestive  List  of  Projects 


Barn. 

House  with  Gable  Roof. 

House  with  Hip  Roof. 

Street  Car. 

Wagon. 

House  Furniture. 

Pencil  Box. 

Jewel  Case. 

Card  Case. 

Portfolio. 

Stamp  Album. 

Transfer  Case. 

Tooth  Pick  Holder. 

Match  Box. 

Match  Scratcher. 

Pocket  Comb  Case. 

Bank. 

Whisk  Broom  Holder. 

Glove  Box. 


Candy  Box. 
Jack-o'lantern. 
Woven  Basket. 
Woven  Box. 
Needle  Case. 
Hexagonal  Lantern. 
Hexagonal  Box. 
Hexagonal  Basket. 
Wall  Pocket. 
Calendar  Mount. 
Suit  Case. 
Picture  Book. 
Book  Mark. 
Yarn  Winder. 
Envelope. 
Picture  Frame. 
Pin  Ball. 
Ribbon  Box. 
Necktie  Box. 


UNIVEESITY  OF  CALIFOENIA  LIBEAKY 
BEEKELEY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

Books  not  returned  on  time  are  subject  to  a  fine  of 
50c  per  volume  after  the  third  day  overdue,  increasing 
to  $1.00  per  volume  after  the  sixth  day.  Books  not  in 
demand  may  be  renewed  if  application  is  made  before 
expiration  of  loan  period. 


DEC  21 1918 


50m-7,'16 


